ABSTRACT

First Published in 1988. Throughout this book 'enquiring teachers' is taken to mean those who are students on courses, successful completion of which depends in part on their undertaking one or more enquiries into their own practice or that of their colleagues. This Introduction presents some definitions and then discusses the implications for teachers who become students on enquiry-based courses, for the schools and colleges in which they teach and for the colleges, polytechnics, universities and teachers' centres which mount and teach the courses.

chapter |11 pages

Introduction

part |53 pages

Why Enquiry-based Courses?

part |59 pages

In-service Teacher Education

chapter |19 pages

Learning Together

Issues Arising from Outstation MA Course Experience

chapter |7 pages

Planning and Implementing a BEd In-service Degree

Not Rethinking, But Starting to Think

chapter |15 pages

Desperate Straits with the Micro

Do Enquiry-based Courses Provide the Answer?

part |54 pages

Continuing to Change

chapter |19 pages

Curriculum in Action

An Approach to Evaluation

chapter |15 pages

Practitioner Research in School Management

An Analysis of Research Studies Undertaken for an Open University Course

chapter |18 pages

Fictional-Critical Writing

An Approach to Case Study Research by Practitioners and for In-service and Pre-service Work with Teachers

part |14 pages

Some Conclusions

chapter |5 pages

The Quest for Authentic Description

Shared Reflections on Teaching Enquiry-based Courses

chapter |7 pages

Credential Bearing Enquiry-based Courses

Paradox or New Challenge?